Using Diagrams versus Text for Spaced Restudy: Effects on Learning in 10th Grade Biology Classes

Autor/inn/en	Bergey, Bradley W.; Cromley, Jennifer G.; Kirchgessner, Mandy L.; Newcombe, Nora S.
Titel	Using Diagrams versus Text for Spaced Restudy: Effects on Learning in 10th Grade Biology Classes
Quelle	In: British Journal of Educational Psychology, 85 (2015) 1, S.59-74 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12062
Schlagwörter	Comparative Analysis; Intervention; Teaching Methods; High School Students; Statistical Analysis; Feedback (Response); Pretests Posttests; Biology; Knowledge Level; Science Instruction; Geology; Comprehension; Scientific Concepts; Scores; Spatial Ability; Grade 10; Secondary School Science; Visual Aids; Instructional Effectiveness; Review (Reexamination); Textbooks + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Statistische Analyse; Biologie; Wissensbasis; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Historische Geologie; Verstehen; Verständnis; Räumliches Vorstellungsvermögen; Anschauungsmaterial; Unterrichtserfolg; Wiederholungsprüfung; Textbook; Text book; Schulbuch; Lehrbuch
Abstract	Background and Aim: Spaced restudy has been typically tested with written learning materials, but restudy with visual representations in actual classrooms is under-researched. We compared the effects of two spaced restudy interventions: A Diagram-Based Restudy (DBR) warm-up condition and a business-as-usual Text-Based Restudy (TBR) warm-up condition. Sample: One hundred and twenty-eight consented high school students in 15 classes. Methods: Students completed daily warm-ups over a 4-week period. Students were randomly assigned to conditions within classrooms. Warm-ups were independently completed at the start of class meetings and consisted of questions about content covered 1-10 days prior to each warm-up. Students received feedback on their answers each week. A series of ANOVAs and ANCOVAs was conducted. Results and Conclusions: Results showed equal and significant growth from pre- to post-test for both conditions (d = 0.31-0.67) on three outcomes: Biology knowledge, biology diagram comprehension (near transfer), and geology diagram comprehension (far transfer). ANCOVA results suggested that the magnitude of this increase was linked to the number of questions attempted during the intervention. For the DBR condition only, there were interactions with content knowledge on diagram comprehension gain scores and interactions with spatial scores on biology knowledge gain scores. Students with lower biology knowledge and lower Paper Folding Test scores were disadvantaged in the DBR condition, whereas the TBR condition was equitable across all levels of knowledge and spatial ability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01